Preventing writing difficulties: A suggestion for support training in the first year of primary school
Claudia Tuoni
The following paper proposes a model of intervention for the prevention of writing disorders. In accordance with the guidelines for early detection of Specific Learning Disorders, a prevention project was created, consisting of an initial monitoring phase on all the pupils in the first year of the Third Educational District of Sesto Fiorentino (FI), for a total of 120 children. Particularly serious cases were reported to families and to the school and subsequently a support training programme in the school and educational context was implemented in the «Padre Ernesto Balducci» Primary School in Sesto Fiorentino. This involved 10 children who showed particular difficulties in accessing learning. The workshop participants were re-evaluated with the same tests proposed in the monitoring session and showed a positive evolution of reading and writing skills. They were therefore able to achieve scholastic performances which were sufficient and in line with the class group.
Keywords
Prevention, Support training, Writing difficulties.
